Two optional prompts per day help a class vary setting without changing the art target. Objects are generic and invented or selected from ordinary blank material. A learner can stay with A all fortnight. No example requires personal disclosure, a branded item, a third-party image or culturally specific motifs.
| Day | Bridge A | Bridge B |
|---|---|---|
| 1 | Blank envelope: locate edge/fold before reading “closed.” | Smooth stone: separate visible silhouette from imagined weight. |
| 2 | Paper cup: top opening versus side wall. | Folded blank menu card: front versus low side. |
| 3 | Plain cardboard tube: continuous contour versus clustered marks. | Unmarked key-shaped cutout made by teacher: sparse versus dense line. |
| 4 | Notebook corner: full page versus diagonal crop. | Generic leaf: whole outline versus small vein area, without species claim. |
| 5 | After G, stacked plain squares: full versus shared edge. | After G, bent strip: front opening versus low view. |
| 6 | Flat pencil trace versus lifted clean paper strip. | Smooth torn edge versus rough torn edge on blank paper. |
| 7 | QAGOMA catalogue facts versus institution's interpretation. | A new crop from A that does not borrow an artwork's form. |
| 8 | Plain cup reduced to rim and support line. | Folded card A reduced to diagonal and blank space. |
| 9 | Three frames of a rotating paper fold. | Select one earlier thumbnail for a process note. |
| 10 | After H, stepped paper shown full/edge/silhouette. | After H, compare flat versus low-relief emphasis. |
Use these as invitations to observe and choose. They are not empirical claims about any real artist, audience, object origin or cultural practice.